This paper analyzes the spoken corpus of thirty Iranian learners of French at four levels (A1, A2, B1 and B2). The data were collected in a pseudo-longitudinal manner in semi-directed interviews with half closed and open questions to analyze the learners' syntactic errors (omission, addition, substitution and displacement). The most frequent…

Presents the rationale for and the results of a pilot study attempting to document in detail how automatization takes place as the result of different kinds of intensive practice. Results show that reaction times and error rates gradually decline with practice, and the practice effect is skill-specific. (36 references) (CK)

Discusses the question of aptitude from within an information-processing perspective, examines how aptitude is conceptualized in this framework, and discusses one possible component of L2 aptitude: working memory. (56 references) (Author/CK)

Discusses problems encountered in reading of English by foreign students who are unaccustomed to English script. Considering two levels of reading, students having difficulties at one level will regress by reason of vertical decalage to a lower level of learning strategy. This is manifested by a more intent focus on individual letters if the pupil…

This paper is based on a longitudinal study of the development of questions in the spontaneous speech of two anglophone boys learning French by attending French language schools. The development of form-meaning relations in information questions in the children's French L2 speech was examined and comparisons were made with the same form-meaning…

This paper investigates the development of negative Wh-questions in a four year old subject acquiring English as her L1. Spontaneous and elicited speech samples were collected over a period of 6 months. During the course of the study, the subject began to invert subject and auxiliary, and by the end of the study she was inverting correctly in 38%…

This study presents an analysis of the successive steps used by Italian-speaking secondary school students to acquire mastery of the relative pronoun in standard French. This structure was chosen for study because the acquisition of the French relative pronoun is a source of difficulty for Italian learners. An analysis was made of the students…